Phonics 101: Preparing Teachers to Provide Effective Intervention in Word Reading Skills

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-10-29 DOI:10.1177/10534512221130065

Holly B. Lane, Valentina A. Contesse, Caitlin Gallingane

引用次数: 0

Abstract

Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers’ capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key knowledge and skills needed to implement effective phonics intervention and provides suggestions for methods that teacher educators can use to develop candidates’ knowledge and skills.

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自然拼读101:准备教师提供有效的干预单词阅读技能

在单词级阅读中有学习障碍的学生通常需要明确的、系统的和强化的语音干预。教师提供有效干预的能力在很大程度上取决于他们对语言理解的深度和对循证教学方法的熟练程度。本文概述了实施有效的语音干预所需的关键知识和技能，并提供了教师教育工作者可以使用的方法建议，以发展候选人的知识和技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.